Renaissance Learning
 
Renaissance Learning, Inc.
PO Box 8036/2911 Peach Street
Wisconsin Rapids, WI 54495-8036 		    Telephone: (888) 274-0680 (Hardware)
(800) 656-6740 (Software)
(800) 338-4204 (Training & Certification)
    Fax: (800) 788-1272
    Email: answers@renlearn.com
    Website: www.renlearn.com

 

Program Description 

Focus Area Age Group

                      (READING and MATHEMATICS TECHNOLOGY)
Renaissance Learning technology includes computerized, progress-monitoring systems, reliable and valid assessments, and portable electronic devices that are designed for use in conjunction with existing reading, math, and language acquisition  curricula. The systems enable teachers to track student learning, assess individual progress, identify academic needs, and in turn, adjust teaching practices to meet those needs.  Supported by research-based best classroom practices, the systems are grounded in sound theory that is in line with the requirements of the No Child Left Behind Act.  Dozens of independent scientific research studies show that Renaissance Learning technology can help improve students' academic achievement.  The systems are sustainable year after year because teachers have less paperwork and more time to teach and students have more time for learning. With Renaissance Learning technology, computers do what computers do best--information gathering and reporting. This allows teachers to do what they do best--teach.

Reading.   Renaissance Learning offers proven progress-monitoring tools such as Accelerated Reader (AR), a reading management software to monitor all forms of guided reading practice. When used according to Renaissance Learning's recommended best classroom practices, AR has been shown to improve the amount that students read, students' reading ability, and their attitudes toward reading.

STAR Reading is a reliable, valid, norm-referenced, computer adaptive test of general reading ability and reading comprehension.  It is often used in conjunction with AR and Read Now with Power Up! but can be used independently.  STAR Reading can be administered multiple times a year and takes only about 10 minutes to complete. 

STAR Early Literacy is a reliable, valid, criterion referenced, computer adaptive assessment that is ideal for determining students' developing literacy skills in grades pre-K-3.  Like STAR Reading, STAR Early Literacy also can be completed in about 10 minutes and provides results instantly.

Mathematics.   Accelerated Math is a computerized progress-monitoring tool and instructional management system.  It automates the assigning of practice sheets, scoring, record keeping, and progress toward mastery of math objectives for each student.  Detailed reports and record-keeping functions give educators an instant snapshot of students' progress.

MathFacts in a Flash is a computerized system that provided students with targeted practice to improve their computational skills and allows teachers to easily monitor their progress.

STAR Math is a reliable, valid, norm-referenced, computerized assessment of general math achievement.  It can be completed in 10-15 minutes.

Pre-K through
 12th Grade

Research Description
Statistically Significant Outcomes Of the 24 quasi-experimental studies, all have "statistically significant" outcomes. Examples as follows:
  • Reading. In their quasi-experimental study, Peak and Dewalt (1994) followed students from third to eighth grade. Treatment students used Accelerated Reader during this time, which control students did not. Statistical analyses indicate that Accelerated Reader had a significant effect on student achievement in reading.
  • Math. Students in Accelerated Math classrooms in grades 3-10 participated in a large-scale, quasi-experimental study conducted by Ysseldyke & Tardrew (in press).  Students in AM classrooms gained 11 percentiles more than comparison students, and in every grade and subgroup identified, students in AM classrooms performed better than students in non-AM classrooms.
Outcomes where Tests of Significance were not Reported Renaissance Learning, Inc. has more than 70 field reports. The following are specific to New York. Other reports available upon request at answers@renlearn.com
  • Marvin, (2002) reported fourth and fifth grade ITBS reading scores improved by 40 and 41 percentile point over four years; St. Monica School, Rochester, NY.
  • Farrell, (2002) found that ninth grade math scores increased by 11 to 20 percentile points in six months; John Adams High School, Queens, New York.
  • Pileggi, (1999) reported the number of students meeting or exceeding the standard of excellence in reading on state Degrees of Reading Power reading scores increased by 20%; Albion Primary School, Albion, New York.

Research Category 1, 2,& 5 Large-scale, external evaluations, 24 quasi-experimental studies, and locally conducted evaluations.

Design

 Quasi Experimental Studies included quasi-experimental designs as well as pre/post designs.
Multiple Studies Yes Many studies have been documented, including field reports from individual school districts.
Sample Size 25 - 2,202 In some studies, sample sizes include 25 experimental students (Vollands et al., 1999). In others, there were up to 2,202 students in 125 classrooms across 24 states (Ysseldyke & Tardrew, 2003).
Valid/ Reliable
Instrument		 Yes All measures of student achievement were standardized instruments.
Results

Yes

 Some studies reported statistically significant results and/or educationally meaningful gains. Others reported changes in attitudes towards learning and student engagement.
Published Yes
16 Total
  • Algozzine, B. (2004). Effects of Read Now on adolescents at risk for school failure. Journal of At-Risk Issues, 10(2), 1-8.
  • Husman, J., Brem, S., & Duggan, M. A. (2005).  Student goal orientation and formative assessment.  Academic Exchange Quarterly, 9(3), 355-359.
  • Johnson, R. A., & Howard, C. A. (2003). The effects of the Accelerated Reader program on the reading comprehension of pupils in grades three, four, and five. The Reading Matrix, 3(3), 87-96.  Available online: http://www.readingmatrix.com/articles/johnson_howard/article.pdf
  • Nunnery, J. A., & Ross, S. M., McDonald, A. (2006).  A randomized experimental evaluation of the impact of Accelerated Reader/Reading Renaissance implementation on reading achievement in grades 3 to 6.  Journal of Education for Students Placed at Risk, 11(1), 1-18.
  • Peak, J. P., & Dewalt, M. W. (1994). Reading achievement:  Effects of computerized reading management and enrichment.  ERS Spectrum, 12(1), 31-35.
  • Spicuzza, R., Ysseldyke, J. E., Lemkuil, A., McGill, S., Boys, C., & Teelucksingh, E. (2001). Effects of curriculum-based monitoring on classroom instruction and math achievement.  Journal of School Psychology, 39(6), 521-542.
  • Topping, K. J., & Fisher, A. M. (2003). Computerized formative assessment of reading comprehension: Field trials in the U.K. Journal of Research in Reading, 26(3), 267-279.
  • Topping, K. J., & Paul, T. D. (1999). Computer-assisted assessment of practice at reading: A large scale survey using Accelerated Reader data. Reading and Writing Quarterly, 15 (3), 213-231.
  • Topping. K. J., & Sanders, W. L. (2000). Teacher effectiveness and computer assessment of reading: Relating value-added and learning information systems data.  School Effectiveness and School Improvement, 11(3), 305-337.
  • Vollands, S. R., Topping, K. J., & Evans, H. M. (1999). Computerized self-assessment of reading comprehension with the Accelerated Reader: Action Research. Reading and Writing Quarterly, 15(3), 197-211.
  • Ysseldyke, J., & Tardrew, S. (in press). Use of a progress monitoring system to enable teachers to differentiate math instruction. Journal of Applied School Psychology.
  • Ysseldyke, J. E, Betts, J., Thill, T., & Hannigan, E. (2004). Use of an instructional management system to improve mathematics skills for students in Title I programs. Preventing School Failure, 48(4), 10-14.
  • Ysseldyke, J. E., Spicuzza, R., Kosciolek, S., Boys, C., (2003). Effects of a learning information system on mathematics achievement and classroom structure. Journal of Educational Research 96(3), 163-173.
  • Ysseldyke, J. E., Spicuzza, R., Kosciolek, S., Teelucksingh, E., Boys, C., & Lemkuil, A. (2003). Using a curriculum-based instructional management system to enhance math achievement in urban schools. Journal of Education for Students Placed at Risk, 8(2), 247-265. 
  • Ysseldyke, J. E., Tardrew, S., Betts, J., Thill, T., & Hannigan, E. (2004). Use of an instructional management system to enhance math instruction of gifted and talented students.  Journal for Education of the Gifted, 27(4), 293-310.
  • Ysseldyke, J. E., Thill, T., Pohl, J., & Bolt, D. (2005). Using MathFacts in a Flash to enhance computational fluency.  Journal of Evidence Based Practices for Schools, 6(1). 59-89.
Follow-up Data Yes Renaissance Learning, Inc. has a number of studies that follow students longitudinally over several years. Results demonstrate academic advantages for students in each of the years that teachers employ Renaissance Learning technology and best practices.
Award Yes

  • 2006: eSchool News Readers' Choice Award

  • 2005: eSchool News Readers' Choice Award

  • 2004: eSchool News Readers' Choice Award

  • 2003: Media and Methods Award

For a comprehensive list of additional awards, contact Renaissance Learning.